Scaling up "Evidence-Based" Practices for Teachers Is a Profitable but Discredited Paradigm

Autor/inn/en	Anderson, Gary L.; Herr, Kathryn
Titel	Scaling up "Evidence-Based" Practices for Teachers Is a Profitable but Discredited Paradigm
Quelle	In: Educational Researcher, 40 (2011) 6, S.287-289 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X11417619
Schlagwörter	Stellungnahme; Expertise; Evidence; Video Technology; State Standards; Faculty Development; Professional Development; Learning Activities; Interprofessional Relationship; Communities of Practice; Inquiry; Policy Analysis; Pedagogical Content Knowledge; Educational Change; Action Research; Teachers + Suchen Sie Ihr Suchwort? Expert appraisal; Evidenz; Lernaktivität; Community; Politikfeldanalyse; Pädagogische Kompetenz; Bildungsreform; Projektforschung; Lehrer; Lehrerin; Lehrende
Abstract	This article takes issue with the notion that professional learning communities need to be more focused on teacher expertise through the use of online videos of lessons taught by expert teachers that are aligned with the Common Core State Standards. The authors argue that the use of externally developed, research-based, and standards-aligned videos violates the principles of authentic inquiry that underlie professional learning communities. They also caution that a profit-seeking education industry is increasingly behind the promotion of evidence-based products. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10